[Congressional Bills 115th Congress]
[From the U.S. Government Publishing Office]
[S. 3308 Introduced in Senate (IS)]
<DOC>
115th CONGRESS
2d Session
S. 3308
To amend the Higher Education Act of 1965 to provide for teacher and
school leader quality enhancement and to enhance institutional aid.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
July 31, 2018
Mr. Kaine introduced the following bill; which was read twice and
referred to the Committee on Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To amend the Higher Education Act of 1965 to provide for teacher and
school leader quality enhancement and to enhance institutional aid.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Preparing and Retaining Education
Professionals Act of 2018'' or the ``PREP Act of 2018''.
SEC. 2. TEACHER AND SCHOOL LEADER QUALITY ENHANCEMENT.
Title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et
seq.) is amended to read as follows:
``TITLE II--TEACHER AND SCHOOL LEADER QUALITY ENHANCEMENT
``SEC. 200. DEFINITIONS.
``In this title:
``(1) Arts and sciences.--The term `arts and sciences'
means--
``(A) when referring to an organizational unit of
an institution of higher education, any academic unit
that offers one or more academic majors in disciplines
or content areas corresponding to the academic subject
matter areas in which teachers provide instruction; and
``(B) when referring to a specific academic subject
area, the disciplines or content areas in which
academic majors are offered by the arts and sciences
organizational unit.
``(2) Children from low-income families.--The term
`children from low-income families' means children described in
section 1124(c)(1)(A) of the Elementary and Secondary Education
Act of 1965.
``(3) Comprehensive literacy instruction.--The term
`comprehensive literacy instruction' has the meaning given the
term in section 2221(b)(1) of the Elementary and Secondary
Education Act of 1965.
``(4) Core academic subjects.--The term `core academic
subjects' means English, reading or language arts, mathematics,
science, foreign languages, civics and government, economics,
arts, history, career and technical education, and geography.
``(5) Early childhood educator.--The term `early childhood
educator' means an individual with primary responsibility for
teaching children in an early childhood education program.
``(6) Educational service agency.--The term `educational
service agency' has the meaning given the term in section 8101
of the Elementary and Secondary Education Act of 1965.
``(7) Effective early childhood educator.--The term
`effective childhood educator' means an educator--
``(A) with specialized education, credentials, and
preparation in development and education of young
children from birth until entry into kindergarten;
``(B) with--
``(i) a baccalaureate degree with
coursework in early childhood education; or
``(ii) an associate's degree in a related
educational area; and
``(C) who has demonstrated a high level of
knowledge and use of content and pedagogy in the
relevant areas, as determined by the State and which
may be based on coursework or credit requirements, or
passage of an assessment associated with quality early
childhood education.
``(8) Eligible partnership.--The term `eligible
partnership' means an entity that--
``(A) shall include--
``(i) a State educational agency;
``(ii) a high-need local educational
agency;
``(iii)(I) a high-need school or a
consortium of high-need schools served by the
high-need local educational agency; or
``(II) as applicable, a high-need early
childhood education program;
``(iv) a partner institution;
``(v) a school, department, or program of
education within such partner institution,
including in a graduate level program, that is
State-accredited and is eligible to receive
Federal funds under title IV, which may include
an existing teacher or school leader
preparation program with proven outcomes within
a 4-year institution of higher education that
provides intensive and sustained collaboration
between faculty and local educational agencies
consistent with the requirements of this title;
and
``(vi) a school or department of arts and
sciences within such partner institution; and
``(B) may include any of the following:
``(i) The Governor of the State.
``(ii) The State board of education.
``(iii) The State agency for higher
education.
``(iv) A business.
``(v) A public or private nonprofit
educational organization.
``(vi) An educational service agency.
``(vii) A teacher or school leader
organization.
``(viii) A high-performing local
educational agency, or a consortium of such
local educational agencies, that can serve as a
resource to the partnership.
``(ix) A charter school (as defined in
section 4310 of the Elementary and Secondary
Education Act of 1965).
``(x) A school or department within the
partner institution that focuses on psychology
and human development.
``(xi) A school or department within the
partner institution that focuses on
comprehensive literacy instruction including
child or adolescent literacy.
``(xii) A school or department within the
partner institution with comparable expertise
in the disciplines of teaching, learning, and
child and adolescent development.
``(xiii) A State accredited nonprofit
entity that is eligible to receive funding
under title IV operating a program that
provides alternative routes to State
certification of teachers or school leaders.
``(9) English learner.--The term `English learner' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(10) Evidence-based.--The term `evidence-based' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(11) High-need early childhood education program.--The
term `high-need early childhood education program' means an
early childhood education program serving children from low-
income families that is located within the geographic area
served by a high-need local educational agency.
``(12) High-need local educational agency.--The term `high-
need local educational agency' means a local educational
agency--
``(A)(i) for which not less than 40 percent of the
children served by the agency are children from low-
income families;
``(ii) that serves not fewer than 10,000 children
from low-income families;
``(iii) that meets the eligibility requirements for
funding under the Small, Rural School Achievement
Program under section 5211(b) of the Elementary and
Secondary Education Act of 1965; or
``(iv) that meets the eligibility requirements for
funding under the Rural and Low-Income School Program
under section 5221(b) of the Elementary and Secondary
Education Act of 1965; and
``(B)(i) for which there is a high percentage of
teachers not teaching in the academic subject areas or
grade levels in which the teachers were prepared or
fully certified to teach;
``(ii) for which there is a high teacher turnover
rate or a high percentage of teachers with emergency,
provisional, or temporary certification or licensure;
``(iii) for which there is a high percentage of
positions in State-identified areas of teacher or
school leader shortage, including in special education,
English language instruction, science, technology,
engineering, mathematics, and career and technical
education; or
``(iv) for which a majority of schools are
identified for comprehensive support and improvement
under section 1111(c)(4)(D) of the Elementary and
Secondary Education Act of 1965, targeted support and
improvement under section 1111(d)(2) of the Elementary
and Secondary Education Act of 1965, or additional
targeted support under section 1111(d)(2)(C) of the
Elementary and Secondary Education Act of 1965.
``(13) High-need school.--The term `high-need school' means
a school that, based on the most recent data available, is--
``(A) an elementary school in which not less than
50 percent of the enrolled students are from low-income
families;
``(B) a secondary school in which not less than 40
percent of the enrolled students are from low-income
families; or
``(C) identified for comprehensive support and
improvement under section 1111(c)(4)(D) of the
Elementary and Secondary Education Act of 1965,
targeted support and improvement under section
1111(d)(2) of the Elementary and Secondary Education
Act of 1965, or additional targeted support under
section 1111(d)(2)(C) of the Elementary and Secondary
Education Act of 1965.
``(14) Highly skilled.--The term `highly skilled', when
used with respect to a teacher or school leader in a State,
means that the teacher or school leader has met the applicable
licensing requirements in the State to teach or be a school
leader.
``(15) Induction program.--The term `induction program'
means a formalized program for new teachers or school leaders
during not less than the teachers' or school leaders' first 2
years of, respectively, teaching or leading, that is designed
to provide support for, and improve the professional
performance and advance the retention in the teaching or
leading field of, beginning teachers or school leaders. Such
program shall promote effective teaching and leadership skills
and shall include the following components:
``(A) High-quality and structured teacher or school
leader mentoring led by a trained and expert mentor who
has demonstrated high skill and effectiveness and who
teaches or leads, or has taught or led, in the same or
similar field, grade, or subject as the mentee.
``(B) Periodic, structured time for collaboration
with teachers or leaders in the same department or
field, including mentor teachers or leaders, as well as
time for information-sharing among teachers,
principals, administrators, other appropriate
instructional staff, and participating faculty in the
partner institution.
``(C) The application of evidence-based practice
and research on instructional practices.
``(D) Opportunities for new teachers or school
leaders to draw directly on the expertise of teacher or
leader mentors, faculty, and researchers, including
through mentor observation and feedback, to support the
integration of evidence-based research and practice.
``(E) The development of evidence-based skills in
instructional and behavioral supports and
interventions, including alignment with State standards
on teaching and school leadership.
``(F) Faculty or program staff who--
``(i) model the integration of research and
practice in the classroom;
``(ii) model personalized instruction; and
``(iii) assist new teachers with the
effective use and integration of technology in
the classroom or school to support instruction.
``(G) Interdisciplinary collaboration among
exemplary teachers, school leaders, faculty,
researchers, and other staff who prepare new teachers
or school leaders with respect to the learning process
and the assessment of learning, including the
development, analysis, and use of formative, interim,
and summative assessments.
``(H) The development skills to implement and
support evidence-based practices that create a positive
school culture and climate.
``(I) Assistance with the understanding of data,
particularly student achievement and classroom
engagement data (such as attendance and discipline
rates and other measures of school climate), and the
applicability of such data in classroom and school
instruction and design.
``(J) Regular and structured observation and
assessment of new teachers and school leaders by
multiple assessors, using valid and reliable measures
of teaching and leadership skills in order to inform
efforts to support new teachers and school leaders and
improve their practice.
``(16) Parent.--The term `parent' has the meaning given the
term in section 8101 of the Elementary and Secondary Education
Act of 1965.
``(17) Partner institution.--The term `partner institution'
means a public or nonprofit institution of higher education
eligible to receive Federal funds under title IV, which may
include a 2-year State- or regionally accredited institution of
higher education offering a dual program with a 4-year State-
accredited institution of higher education, participating in an
eligible partnership that has a State-accredited teacher, or,
where relevant, school leader, preparation program--
``(A) whose graduates exhibit strong performance on
State-determined qualifying assessments for new
teachers, or school leaders, through--
``(i) demonstrating that 80 percent or more
of the graduates of the program who intend to
enter the field of teaching or leading have
passed all of the applicable State
qualification assessments for new teachers or
leaders, which shall include an assessment of
each prospective teacher's subject matter
knowledge and pedagogical skills in the content
area in which the teacher intends to teach, or
leadership skills; or
``(ii) being ranked among the highest-
performing teacher or leader preparation
programs in the State, as determined by the
State--
``(I) based on the requirements for
the State report card under section
205(b) before the first publication of
such report card; and
``(II) using the State report card
on teacher preparation required under
section 205(b), after the first
publication of such report card and for
every year thereafter; and
``(B) that requires--
``(i) each student in the program to meet
high academic standards or demonstrate a record
of success, as determined by the institution
(including prior to entering and being accepted
into a program), and participate in intensive
clinical experience;
``(ii) each student in the program
preparing to become a teacher or leader to
become highly skilled; and
``(iii) each student in the program
preparing to become an early childhood educator
to meet degree requirements, as established by
the State, and become highly competent.
``(18) Professional development.--The term `professional
development' has the meaning given the term in section 8101 of
the Elementary and Secondary Education Act of 1965.
``(19) School leader.--The term `school leader' has the
meaning given the term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(20) School leadership skills.--The term `school
leadership skills' means skills that enable a school leader
to--
``(A) develop and effectively implement a shared
mission across a school that supports a rigorous and
coherent system of curriculum, instruction, and
assessment;
``(B) develop the professional capacity and
practice of school personnel, including through the
fostering of a professional community of teachers and
other professional staff, in an effort to increase
student learning and achievement;
``(C) create an inclusive and positive school
environment, including through the implementation of
culturally responsive and linguistically inclusive
practices;
``(D) effectively communicate and work with parents
to support student achievement;
``(E) effectively manage school operations and
resources; and
``(F) support a system of continuous improvement.
``(21) Scientifically valid research.--The term
`scientifically valid research' includes applied research,
basic research, and field-initiated research in which the
rationale, design, and interpretation are soundly developed in
accordance with principles of scientific research.
``(22) Teacher or school leader mentoring.--The term
`teacher or school leader mentoring' means the mentoring of new
or prospective teachers or school leaders through a program
that--
``(A) includes clear criteria for the selection of
teacher or school leader mentors who will provide role
model relationships for mentees, which criteria shall
be developed by the eligible partnership and based on
measures of teacher or school leader effectiveness;
``(B) provides high-quality training for such
mentors, including instructional strategies for
comprehensive literacy instruction and creating
inclusive and supportive classroom environments
(including approaches that improve the schoolwide
climate for learning, which may include positive
behavioral interventions and supports, including
trauma-informed care and social and emotional
learning);
``(C) provides regular and ongoing opportunities
for mentors and mentees to observe each other's
teaching or leadership methods in classroom and school
settings during the day in a high-need school in the
high-need local educational agency in the eligible
partnership;
``(D) provides paid release time for mentors, as
applicable;
``(E) for teachers, provides mentoring to each
mentee by a colleague who teaches, or has taught, in
the same field, grade, or subject as the mentee;
``(F) promotes empirically based practice of, and
evidence-based research on, where applicable--
``(i) teaching and learning;
``(ii) assessment of student learning;
``(iii) the development of teaching skills
through the use of instructional and behavioral
interventions; and
``(iv) the improvement of the mentees'
capacity to measurably advance student
learning; and
``(G) includes--
``(i) common planning time or regularly
scheduled collaboration for the mentor and
mentee; and
``(ii) joint professional development
opportunities.
``(23) Teaching or school leadership residency program.--
The term `teaching or school leadership residency program'
means a school-based teacher or school leader preparation
program based upon models of effective teaching and leadership
residencies in which a prospective teacher or school leader--
``(A) for not less than 1 academic year, teaches or
leads alongside an expert mentor teacher who is the
teacher of record or school leader;
``(B) receives concurrent, aligned, and rigorous
graduate-level instruction during the year described in
subparagraph (A) from the partner institution, which
courses may be taught by local educational agency
personnel or residency program faculty, and in the case
of teachers, is in the teaching of the content area in
which the teacher will become certified or licensed;
``(C) acquires effective teaching or school
leadership skills through the integration of pedagogy,
classroom or school practice, and teacher or leadership
mentoring; and
``(D) prior to completion of the program, earns a
master's degree, attains full State teacher or school
leader certification or licensure, and demonstrates the
prerequisite skills to advance student learning, which
may be measured by a teacher or school leader
performance assessment.
``(24) Teaching skills.--The term `teaching skills' means
skills that enable a teacher to--
``(A) increase student learning, achievement, and
the ability to apply knowledge;
``(B) effectively convey, explain, and provide
opportunities for students to develop the skills
aligned with the full depth and breadth of the State
challenging academic standards, including the
application of academic subject matter;
``(C) effectively teach higher-order analytical,
critical thinking, evaluation, problem-solving, and
communication skills;
``(D) employ strategies grounded in the disciplines
of teaching and learning that--
``(i) are based on empirically based
practice and evidence-based research, where
applicable, related to teaching and learning;
``(ii) are specific to academic subject
matter; and
``(iii) focus on the identification of
students' specific learning needs, particularly
students with disabilities, students who are
English learners, students who are gifted and
talented, and students with low literacy
levels, and the tailoring of academic
instruction to such needs;
``(E) design and conduct an ongoing assessment of
student learning, which may include the use of
formative assessments, performance-based assessments,
project-based assessments, or portfolio assessments,
that measures higher-order thinking skills (including
application, analysis, synthesis, and evaluation) and
use this information to inform and personalize
instruction;
``(F) support the social, emotional, and academic
achievement of all students, including effectively
creating an inclusive classroom environment, including
the ability to implement positive behavioral
interventions, trauma-informed care, and other support
strategies;
``(G) are culturally responsive and linguistically
inclusive;
``(H) communicate and work with parents, and
involve parents in their children's education; and
``(I) use age-appropriate and developmentally
appropriate strategies and practices for students in
early childhood education programs and elementary
schools and secondary schools.
``(25) Trauma-informed care.--The term `trauma-informed
care' means the evidence-based practices identified in section
4108(5)(B)(ii)(II)(aa) of the Elementary and Secondary
Education Act of 1965.
``SEC. 201. PURPOSES.
``The purposes of this title are to--
``(1) improve student achievement;
``(2) improve the skills and effectiveness of prospective
and new teachers and school leaders by improving the
preparation of prospective teachers and school leaders and
enhancing professional development activities for new teachers
and school leaders;
``(3) hold teacher and school leader preparation programs
accountable for preparing highly skilled and effective teachers
and school leaders; and
``(4) recruit well-prepared individuals, including
individuals from underrepresented populations and individuals
from other occupations, into the teaching and school leadership
force with an emphasis on areas of State-identified teacher
shortage, and where available, school leader shortage.
``SEC. 202. PARTNERSHIP GRANTS.
``(a) Program Authorized.--From amounts made available under
section 210, excluding amounts reserved under subsection (k), the
Secretary is authorized to award grants, on a competitive basis, to
eligible partnerships, to enable the eligible partnerships to carry out
the activities described in subsection (c).
``(b) Application.--Each eligible partnership desiring a grant
under this section shall submit an application to the Secretary at such
time, in such manner, and accompanied by such information as the
Secretary may require. Each such application shall contain--
``(1) a needs assessment of the partners in the eligible
partnership with respect to the preparation, ongoing
professional development, and retention of general education,
English language, and special education teachers, principals,
and other school leaders, and, as applicable, early childhood
educators, including any information provided by the State or
local educational agency regarding teacher and school leader
shortage areas, including in special education, English
language, science, technology, engineering, mathematics, and
career and technical education, and areas of inequitable
distribution of certified, experienced, and effective teachers
and school leaders;
``(2) a description of the extent to which the program to
be carried out with grant funds, as described in subsection
(c), will prepare prospective and new teachers with effective
teaching skills or prepare prospective and new school leaders
with strong school leadership skills;
``(3) a description of how such program will prepare
prospective and new teachers or school leaders to understand
and use research and data to modify and improve classroom or
schoolwide instruction and student engagement;
``(4) a description of--
``(A) how the eligible partnership will coordinate
strategies and activities assisted under the grant with
other teacher or school leader preparation or
professional development programs, including programs
funded under the Elementary and Secondary Education Act
of 1965 and the Individuals with Disabilities Education
Act, and through the National Science Foundation;
``(B) how the activities of the partnership will be
consistent with and support State, local, and other
education reform activities that promote teacher and
school leader effectiveness and student academic
achievement;
``(C) how the eligible partnership will support the
development and assessment of all teaching candidates
in effectively teaching subject matter and supporting
the academic achievement and nonacademic needs of all
students, such as--
``(i) effectively managing a classroom to
create a positive and inclusive classroom
environment;
``(ii) developing interpersonal and
intrapersonal skills that contribute to
academic success;
``(iii) designing and conducting ongoing
assessments of student learning, which may
include the use of formative, performance-
based, project-based, or portfolio assessments
that measure higher order thinking skills;
``(iv) learning how to use this information
to inform and personalize instruction and
differentiate instruction, including working
with students with special needs;
``(v) effectively using and integrating
technology in the classroom to support
evidence-based instruction; and
``(vi) where appropriate, the skills
necessary to implement advanced coursework
programs, such as dual or concurrent enrollment
programs, early college high school, Advanced
Placement, International Baccalaureate, and
talented and gifted;
``(D) how the eligible partnership will develop and
implement a competitive and comprehensive selection and
screening process intended to recruit high-ability,
diverse candidates; and
``(E) how the eligible partnership will develop
strong local educational agency-institution
partnerships (which may include collaboration with
teacher and school leader representatives within the
local educational agency) that co-design the coursework
and residency or clinical-placement program to ensure
candidates develop an understanding of the students and
families in the communities in which they will be
teaching, prepare candidates to teach in those
communities, and understand school contexts to address
needs in the local educational agency;
``(5) an assessment that describes the resources available
to the eligible partnership, including--
``(A) the integration of funds from other related
sources;
``(B) the intended use of the grant funds; and
``(C) the commitment of the resources of the
partnership to the activities assisted under this
section, including financial support, faculty
participation, and time commitments, and to the
continuation of the activities when the grant ends;
``(6) a description of--
``(A) how the eligible partnership will meet the
purposes of this title;
``(B) how the partnership will carry out the
activities required under subsection (d) or (e), based
on the needs identified in paragraph (1), with the goal
of improving student academic achievement and closing
achievement gaps in student performance across
subgroups of students, as described in section
1111(c)(2) of the Elementary and Secondary Education
Act of 1965;
``(C) if the partnership chooses to use funds under
this section for a project or activities under
subsection (f) or (g), how the partnership will carry
out such project or required activities based on the
needs identified in paragraph (1), with the goal of
improving student academic achievement and closing
achievement gaps in student performance across
subgroups of students, as described in section
1111(c)(2) of the Elementary and Secondary Education
Act of 1965;
``(D) the partnership's evaluation plan under
section 204(a);
``(E) how the partnership will align the teacher or
school leader preparation program under subsection (c)
with the--
``(i) as applicable, State early learning
standards for early childhood education
programs, as appropriate, and with the relevant
domains of early childhood development;
``(ii) student academic achievement
standards and academic content standards under
section 1111(b)(2) of the Elementary and
Secondary Education Act of 1965, established by
the State in which the partnership is located;
and
``(iii) professional development activities
identified under section 2101 and section 2103
of the Elementary and Secondary Education Act
of 1965 and where applicable, the school
improvement activities identified under section
1111(d) of the Elementary and Secondary
Education Act of 1965;
``(F) for a teacher preparation program, how the
partnership will prepare general education teachers to
teach students with disabilities, including preparation
related to participation as a member of individualized
education program teams, as defined in section
614(d)(1)(B) of the Individuals with Disabilities
Education Act and for a school leadership preparation
program, how the partnership will prepare prospective
school leaders to ensure that students with
disabilities receive special education and related
services, consistent with the requirements of the
Individuals with Disabilities Education Act, that are
needed for those students to meet the challenging State
academic standards;
``(G) how the partnership will prepare general
education and special education teachers to teach
students who are English learners, including how to
ensure that students who are English learners receive
the services needed to meet the challenging State
academic standards;
``(H) how faculty at the partner institution will
work, during the term of the grant, with effective
teachers in the classrooms of high-need schools served
by the high-need local educational agency in the
partnership to--
``(i) provide high-quality, evidence-based
professional development activities to
strengthen the content knowledge and teaching
skills of elementary school and secondary
school teachers; and
``(ii) develop other classroom teachers,
and other educators as appropriate, to
implement the elements of comprehensive
literacy instruction;
``(I) how the partnership will design, implement,
or enhance a year-long and rigorous teaching preservice
residency or clinical program component;
``(J) how the partnership will support in-service
professional development strategies and activities; and
``(K) how the partnership will collect, analyze,
and use data on the retention of all teachers, school
leaders, and early childhood educators, including where
available, data on working conditions and school
climate, in schools and early childhood education
programs located in the geographic area served by the
partnership to evaluate the effectiveness of the
partnership's teacher and educator support system; and
``(7) with respect to the induction program required as
part of the activities carried out under this section--
``(A) a demonstration that the schools and
departments within the institution of higher education
that are part of the induction program will effectively
prepare teachers, including providing content expertise
and expertise in teaching, including in creating
inclusive and culturally responsive learning
environments, as appropriate;
``(B) a demonstration of the eligible partnership's
capability and commitment to, and the accessibility to
and involvement of faculty in, the use of evidence-
based practice and scientifically valid research on
teaching and learning;
``(C) a description of how the teacher preparation
program will design and implement an induction program
to support, through not less than the first 2 years of
teaching, all new teachers who are prepared by the
teacher preparation program in the partnership and who
teach in the high-need local educational agency in the
partnership, and, to the extent practicable, all new
teachers who teach in such high-need local educational
agency, in the further development of the new teachers'
teaching skills, including the use of mentors who are
trained and compensated by such program for the
mentors' work with new teachers; and
``(D) a description of how faculty involved in the
induction program will be able to substantially
participate in an early childhood education program or
an elementary school or secondary school classroom
setting, as applicable, including release time and
receiving workload credit for such participation.
``(c) Use of Grant Funds.--An eligible partnership that receives a
grant under this section shall use grant funds to carry out programs
identified under subsections (d) through (g), or a combination of such
programs.
``(d) Partnership Grants for Pre-Baccalaureate Preparation of
Teachers.--An eligible partnership that receives a grant to carry out
an effective program for the pre-baccalaureate preparation of teachers
shall carry out a program that includes all of the following:
``(1) Reforms.--
``(A) In general.--Implementing reforms, described
in subparagraph (B), within each teacher preparation
program and, as applicable, each preparation program
for early childhood educator programs, of the eligible
partnership that is assisted under this section, to
hold each program accountable for--
``(i) preparing--
``(I) new or prospective teachers
to be highly skilled (including
teachers in rural school districts who
may teach multiple subjects, special
educators, and teachers of students who
are English learners who may also teach
multiple subjects);
``(II) such teachers and, as
applicable, early childhood educators,
to understand empirically based
practice and scientifically valid
research related to teaching and
learning and the applicability of such
practice and research, including
through the effective use of
technology, instructional techniques,
and strategies consistent with the
principles of universal design for
learning, and through positive
behavioral interventions and support
strategies to improve student
achievement and engagement; and
``(III) as applicable, early
childhood educators to be highly
effective; and
``(ii) promoting effective teaching skills
and techniques to improve children's cognitive,
social, emotional, and physical development.
``(B) Required reforms.--The reforms described in
subparagraph (A) shall include--
``(i) implementing teacher preparation
program curriculum changes that improve,
evaluate, and assess how well all prospective
and new teachers develop teaching skills and
are prepared to provide classroom instruction
aligned to the full depth and breadth of the
State's challenging academic standards;
``(ii) using empirically based practice and
evidence-based research, where applicable,
about teaching and learning so that all
prospective teachers and, as applicable, early
childhood educators--
``(I) understand and can implement
research based teaching practices in
classroom instruction;
``(II) have knowledge of student
learning methods;
``(III) possess skills to analyze
student academic achievement and
engagement data and other measures of
student learning, and use such data and
measures to improve classroom
instruction and engagement;
``(IV) possess teaching skills and
an understanding of effective
instructional strategies across all
applicable content areas that enable
general education and special education
teachers and early childhood educators
to--
``(aa) meet the specific
learning needs of all students,
including students with
disabilities, with a focus on
the skills necessary to support
students with high-incidence
disabilities such as attention
deficit/hyperactivity disorder,
dyslexia, and dyscalculia/
dysgraphia, students who are
English learners, students who
are gifted and talented,
students with low literacy
levels and, as applicable,
children in early childhood
education programs and students
who are significantly overage
and high school credit
deficient; and
``(bb) differentiate
instruction for such students;
``(V) can effectively participate
as a member of the individualized
education program team, as defined in
section 614(d)(1)(B) of the Individuals
with Disabilities Education Act;
``(VI) possess the skills to meet
the academic, social, and emotional
needs of students and create inclusive
and culturally responsive learning
environments; and
``(VII) can successfully employ
effective strategies for comprehensive
literacy instruction;
``(iii) ensuring collaboration with
departments, programs, or units of a partner
institution outside of the teacher preparation
program in all academic content areas to ensure
that prospective teachers receive preparation
in both teaching and relevant content areas in
order to become skilled and fully certified in
the grade and content areas in which they will
be teaching, which may include preparation in
multiple subjects to teach multiple grade
levels as may be needed for individuals
preparing to teach in rural communities and for
individuals preparing to teach students with
disabilities as described in section 602(10)(D)
of the Individuals with Disabilities Education
Act;
``(iv) developing and implementing an
induction program;
``(v) developing admissions goals and
priorities aligned with the hiring objectives
of the high-need local educational agency in
the eligible partnership; and
``(vi) implementing program and curriculum
changes, as applicable, to ensure that
prospective teachers have the requisite content
knowledge, preparation, and degree to teach
Advanced Placement or International
Baccalaureate courses successfully.
``(2) Clinical experience and interaction.--Developing and
improving a sustained and high-quality preservice clinical
education program to further develop the teaching skills of all
prospective teachers and, as applicable, early childhood
educators, involved in the program. Such program shall do the
following:
``(A) Incorporate year-long opportunities for
enrichment, including--
``(i) clinical learning in classrooms in
high-need schools served by the high-need local
educational agency in the eligible partnership,
and identified by the eligible partnership; and
``(ii) closely supervised interaction
between prospective teachers and assigned
faculty, experienced and effective teachers,
principals, other administrators, and school
leaders at early childhood education programs,
elementary schools, or secondary schools, and
providing support for such interaction.
``(B) Integrate pedagogy and classroom practice and
promote effective teaching skills in academic content
areas.
``(C) Provide high-quality teacher mentoring.
``(D) Be offered over the course of a program of
teacher preparation.
``(E) Be tightly aligned with coursework (and may
be developed as a fifth year of a teacher preparation
program).
``(F) Where feasible, allow prospective teachers to
learn to teach in the same local educational agency in
which the teachers will work, learning the
instructional initiatives and curriculum of that local
educational agency.
``(G) As applicable, provide preparation and
experience to enhance the teaching skills of
prospective teachers to better prepare such teachers to
meet the unique needs of teaching in rural or urban
communities.
``(H) Provide support and preparation for
individuals participating in an activity for
prospective or new teachers described in this paragraph
or paragraph (1) or (3), and for individuals who serve
as mentors for such teachers, based on each
individual's experience. Such support may include--
``(i) with respect to a prospective teacher
or a mentor, release time for such individual's
participation;
``(ii) with respect to a faculty member,
receiving course workload credit and
compensation for time teaching in the eligible
partnership's activities; and
``(iii) with respect to a mentor, a
stipend, which may include bonus, differential,
incentive, or performance pay, based on the
mentor's extra skills and responsibilities.
``(3) Induction programs for new teachers.--Creating an
induction program for new teachers or, in the case of an early
childhood education program, providing mentoring or coaching
for new early childhood educators.
``(4) Support and preparation for participants in early
childhood education programs.--In the case of an eligible
partnership focusing on early childhood educator preparation,
implementing initiatives that increase compensation for early
childhood educators who attain associate or baccalaureate
degrees in early childhood education.
``(5) Teacher or school leader recruitment.--Developing and
implementing effective mechanisms (which may include State-
accredited alternative routes to full State certification of
teachers) to ensure that the eligible partnership is able to
recruit qualified individuals to become highly skilled and
effective teachers or school leaders through the activities of
the eligible partnership, which may include an emphasis on
recruiting into the teaching or school leadership profession--
``(A) individuals from under represented
populations;
``(B) individuals to teach or lead in rural
communities in school leader or teacher shortage areas,
including mathematics, science, special education, and
the instruction of students who are English learners;
and
``(C) mid-career professionals from other
occupations, former military personnel, and recent
college graduates with a record of academic
distinction.
``(6) Comprehensive literacy training.--Strengthening the
literacy teaching skills of prospective and, as applicable, new
elementary school and secondary school teachers to provide the
elements of comprehensive literacy instruction.
``(e) Partnership Grants for the Establishment of Teaching
Residency Programs.--
``(1) In general.--An eligible partnership receiving a
grant to carry out an effective teaching residency program
shall carry out a program as follows:
``(A) The effective teaching residency program
shall include all of the following activities:
``(i) Supporting a teaching residency
program described in paragraph (2) for high-
need subjects and areas, as determined by the
needs of the high-need local educational agency
in the partnership in which the teacher
resident teaches alongside a highly skilled and
effective teacher of record for at least 1
academic year while engaging in initial
preparation coursework.
``(ii) Placing graduates of the teaching
residency program in cohorts that facilitate
professional collaboration, both among
graduates of the teaching residency program and
between such graduates and mentor teachers in
the receiving school.
``(iii) Ensuring that teaching residents
who participate in the teaching residency
program receive--
``(I) effective preservice
preparation as described in paragraph
(2), with an emphasis on--
``(aa) developing
instructional strategies in the
teaching of the content area in
which the teacher will become
certified to teach;
``(bb) planning, curriculum
development, and assessment;
``(cc) child and adolescent
learning and development;
``(dd) creating an
inclusive and supportive
classroom environment;
``(ee) supports for
language development;
``(ff) supports for serving
students with disabilities; and
``(gg) developing
professional responsibilities,
including interaction with
families and colleagues;
``(II) teacher mentoring;
``(III) the opportunity to meet the
requirements to earn an initial
teaching credential; and
``(IV) the preparation described in
subparagraphs (A), (B), and (C) of
subsection (d)(2).
``(B) The effective teaching residency program may
include implementing an induction program as the
teaching residents enter the classroom as new teachers,
including tuition assistance and a living stipend.
``(2) Teaching residency programs.--
``(A) Establishment and design.--A teaching
residency program under this paragraph shall be a
program based upon models of successful teaching
residencies that serves as a mechanism to prepare
teachers for success in the high-need schools in the
eligible partnership, and shall be designed to include
the following characteristics of successful programs:
``(i) The integration of pedagogy,
classroom practice, and teacher mentoring.
``(ii) Engagement of teaching residents in
rigorous graduate-level course work to earn a
master's degree while undertaking a guided
teaching apprenticeship.
``(iii) Experience and learning
opportunities alongside a well-prepared and
experienced mentor teacher--
``(I) whose teaching shall
complement the residency program so
that classroom clinical practice is
tightly aligned with coursework;
``(II) who shall have extra
responsibilities as a teacher leader of
the teaching residency program, as a
mentor for residents, and as a teacher
coach during the induction program for
new teachers, and for establishing,
within the program, a learning
community in which all individuals are
expected to continually improve their
capacity to advance student learning;
and
``(III) who may be relieved from
teaching duties as a result of such
additional responsibilities.
``(iv) The establishment of clear criteria
for the selection of mentor teachers based on
measures of teacher effectiveness and the
appropriate subject area knowledge. Evaluation
of teacher effectiveness shall be based on, but
not limited to, observations of the following:
``(I) Planning and preparation,
including demonstrated knowledge of
content, pedagogy, and assessment,
including the use of formative and
diagnostic assessments to improve
student learning.
``(II) Appropriate instruction that
engages students with different
learning styles.
``(III) Collaboration with
colleagues to improve instruction.
``(IV) Analysis of gains in student
learning, based on multiple measures
that are valid and reliable and that,
when feasible, may include valid,
reliable, and objective measures of the
influence of teachers on the rate of
student academic progress.
``(V) In the case of mentor
candidates who will be mentoring new or
prospective literacy and mathematics
coaches or instructors, appropriate
skills in the elements of comprehensive
literacy instruction, teacher training
in literacy instructional strategies
across core subject areas, and teacher
training in mathematics instructional
strategies, as appropriate.
``(v) Grouping of teaching residents in
cohorts to facilitate professional
collaboration among such residents.
``(vi) The development of admissions goals
and priorities--
``(I) that are aligned with the
hiring objectives of the local
educational agency partnering with the
program, as well as the instructional
initiatives and curriculum of such
agency, in exchange for a commitment by
such agency to hire qualified graduates
from the teaching residency program;
and
``(II) which may include
consideration of applicants who reflect
the communities in which they will
teach as well as consideration of
individuals from underrepresented
populations in the teaching profession.
``(vii) Support for residents, once the
teaching residents are hired as teachers of
record, through an induction program,
professional development, and networking
opportunities to support the residents through
not less than the residents' first two years of
teaching.
``(B) Selection of individuals as teacher
residents.--
``(i) Eligible individual.--In order to be
eligible to be a teacher resident in a teaching
residency program under this paragraph, an
individual shall--
``(I) be a recent graduate of a 2-
year or enrolled in a 4-year
institution of higher education or a
mid-career professional from outside
the field of education possessing
strong content knowledge or a record of
professional accomplishment; and
``(II) submit an application to the
teaching residency program.
``(ii) Selection criteria.--An eligible
partnership carrying out a teaching residency
program under this subsection shall establish
criteria for the selection of eligible
individuals to participate in the teaching
residency program based on the following
characteristics:
``(I) Strong content knowledge or
record of accomplishment in the field
or subject area to be taught.
``(II) Strong verbal and written
communication skills, which may be
demonstrated by performance on
appropriate tests.
``(III) Other attributes linked to
effective teaching, which may be
determined by interviews or performance
assessments, as specified by the
eligible partnership.
``(C) Stipends or salaries; applications;
agreements; repayments.--
``(i) Stipends or salaries.--A teaching
residency program under this subsection shall
provide a 1-year living stipend or salary to
teaching residents during the 1-year teaching
residency program, which may include the use of
funding provided under an AmeriCorps position
assisted by the Corporation for National and
Community Service towards such stipends or
salaries.
``(ii) Applications for stipends or
salaries.--Each teacher residency candidate
desiring a stipend or salary during the period
of residency shall submit an application to the
eligible partnership at such time, and
containing such information and assurances, as
the eligible partnership may require.
``(iii) Agreements to serve.--Each
application submitted under clause (ii) shall
contain or be accompanied by an agreement that
the applicant will--
``(I) serve as a full-time teacher
for a total of not less than 3 academic
years immediately after successfully
completing the 1-year teaching
residency program;
``(II) fulfill the requirement
under subclause (I) by teaching in a
high-need school served by the high-
need local educational agency in the
eligible partnership and teach a
subject or area that is designated as
high need by the partnership;
``(III) provide to the eligible
partnership a certificate, from the
chief administrative officer of the
local educational agency in which the
resident is employed, of the employment
required in subclauses (I) and (II) at
the beginning of, and upon completion
of, each year or partial year of
service;
``(IV) meet the requirements to be
a fully State-certified teacher, when
the applicant begins to fulfill the
service obligation under this clause;
and
``(V) comply with the requirements
set by the eligible partnership under
clause (iv) if the applicant is unable
or unwilling to complete the service
obligation required by this clause.
``(iv) Repayments.--
``(I) In general.--A grantee
carrying out a teaching residency
program under this paragraph shall
require a recipient of a stipend or
salary under clause (i) who does not
complete, or who notifies the
partnership that the recipient intends
not to complete, the service obligation
required by clause (iii) to repay such
stipend or salary to the eligible
partnership, together with interest, at
a rate specified by the partnership in
the agreement, and in accordance with
such other terms and conditions
specified by the eligible partnership,
as necessary.
``(II) Other terms and
conditions.--Any other terms and
conditions specified by the eligible
partnership may include reasonable
provisions for pro-rata repayment of
the stipend or salary described in
clause (i) or for deferral of a
teaching resident's service obligation
required by clause (iii), on grounds of
health, incapacitation, inability to
secure employment in a school served by
the eligible partnership, being called
to active duty in the Armed Forces of
the United States, or other
extraordinary circumstances.
``(III) Use of repayments.--An
eligible partnership shall use any
repayment received under this clause to
carry out additional activities that
are consistent with the purposes of
this subsection.
``(f) Partnership Grants for the Establishment of `Grow Your Own'
Programs.--
``(1) In general.--An eligible partnership that receives a
grant under this section may carry out an effective `Grow Your
Own' program to address subject or geographic areas of teacher
or school leader shortages or increase the diversity of the
teacher or school leader workforce.
``(2) Elements of a grow your own program.--A Grow Your Own
program carried out under this subsection shall--
``(A) integrate career-focused courses on education
topics with school-based learning experience;
``(B) provide opportunities for candidates to
practice and develop the skills and dispositions that
will help them become skilled educators and leaders;
``(C) support candidates as they complete their
associate, baccalaureate, or master's degree and earn
their teaching or school leadership credential; and
``(D) offer financial aid, in addition to financial
assistance that may be received under title IV, to
candidates and work in partnership with members of the
eligible partnership to provide academic, counseling,
and programmatic supports.
``(3) Establishment and design.--To create and enhance
multiple pathways to enter the educator and leadership
workforce, an eligible partnership carrying out a Grow Your Own
program under this subsection, in collaboration with
organizations representing educators and leaders and additional
stakeholders shall--
``(A) establish an advisory group to review
barriers impacting underrepresented populations
entering the teaching and school leadership profession,
identify local teacher and leader workforce needs,
develop policies on the creation or expansion of Grow
Your Own programs, and provide guidance and oversight
on the implementation of such programs;
``(B) track and evaluate the effectiveness of the
program, including, at a minimum, using the data
required under section 204(a)(1);
``(C) require candidates to complete all State
requirements to become fully certified;
``(D) provide academic and testing supports,
including advising and financial assistance, to
candidates for admission and completion of education
preparation programs as well as State licensure
assessments;
``(E) include efforts, to the extent feasible, to
recruit current paraprofessionals, as defined under
section 8101 of the Elementary and Secondary Education
Act of 1965, instructional assistants, district
employees not certified to teach or lead (such as long-
term substitute teachers), after school and summer
program staff, parent school volunteers, retired
military personnel, and other career changers with
experience in hard to staff areas who are not currently
certified to teach or lead with a specific focus on
recruiting individuals who are reflective of the race,
ethnicity, and native language of the existing
community's student population; and
``(F) provide a year-long clinical experience or
teaching or school leadership residency with a stipend
to cover living expenses.
``(g) Partnership Grants for the Development of School Leadership
Programs.--
``(1) In general.--An eligible partnership that receives a
grant under this section may carry out an effective school
leadership program that shall include all of the following
activities:
``(A) Preparing individuals enrolled or preparing
to enroll in school leadership programs for careers as
superintendents, principals, early childhood education
program directors, or other school leaders (including
individuals preparing to work in local educational
agencies located in rural areas who may perform
multiple duties in addition to the role of a school
leader).
``(B) Using a research-based curriculum that is
aligned with developing leadership skills and, as
applicable, techniques for school leaders to
effectively--
``(i) provide instructional leadership,
including by creating and maintaining a data-
driven, professional learning community within
the leader's school where teachers, early
childhood educators, staff, and students engage
in continual learning and improvement;
``(ii) provide a climate conducive to the
professional development of teachers and early
childhood educators, with a focus on improving
student academic achievement and engagement and
the development of effective instructional
leadership skills, including coaching,
providing constructive feedback and support,
and opportunities for teacher leadership;
``(iii) understand the teaching and
assessment skills needed to support successful
classroom instruction and to use data to
evaluate teacher and early childhood educator
instruction and drive teacher, early childhood
educator, and student learning, including how
to use data and collective inquiry to identify
problems and address needs, in collaboration
with staff, parents, and community
organizations;
``(iv) manage resources, including
staffing, and school time to improve student
academic achievement and engagement and ensure
the school environment is safe and inclusive;
``(v) engage and involve parents, community
members, the local educational agency,
businesses, and other community leaders, to
leverage additional resources to improve
student academic achievement;
``(vi) understand how students learn and
develop in order to create a positive and
inclusive learning environment and increase
academic achievement for all students; and
``(vii) understand how to support a
curriculum aligned with the full breadth and
depth of the State's challenging academic
standards and lead continuous school
improvement efforts.
``(C) Ensuring that individuals who participate in
the school leadership program receive--
``(i) effective preservice preparation as
described in subparagraph (D);
``(ii) mentoring that provides ongoing and
consistent feedback and support;
``(iii) structured learning and courses
carried out in collaboration with a small group
of peers, including opportunities to
participate in professional learning
communities; and
``(iv) if applicable, full State
certification or licensure to become a school
leader.
``(D) Developing and improving a sustained and
high-quality preservice clinical education program to
further develop the leadership skills of all
prospective school leaders involved in the program.
Such clinical education program shall do the following:
``(i) Incorporate year-long opportunities
for enrichment, including--
``(I) clinical learning in high-
need schools served by the high-need
local educational agency or a local
educational agency located in a rural
area in the eligible partnership and
identified by the eligible partnership;
and
``(II) closely supervised
interaction and opportunities for
feedback between prospective school
leaders and faculty, new and
experienced teachers, and new and
experienced school leaders, in such
high-need schools.
``(ii) Integrate pedagogy and practice and
promote effective leadership skills, meeting
the unique needs of urban, rural, or
geographically isolated communities, as
applicable.
``(iii) Use context-specific problems to
connect coursework and practice to enrich new
school leaders' skill development.
``(iv) Provide for mentoring of new school
leaders.
``(E) Creating an induction program for new school
leaders.
``(F) Developing and implementing effective
mechanisms to ensure that the eligible partnership is
able to recruit qualified individuals to become school
leaders through the activities of the eligible
partnership, which may include an emphasis on
recruiting into school leadership professions--
``(i) individuals from underrepresented
populations;
``(ii) individuals to serve as
superintendents, principals, or other school
administrators in rural and geographically
isolated communities and school leader shortage
areas; and
``(iii) individuals from the communities in
which they plan to serve.
``(2) Selection of individuals for the leadership
program.--In order to be eligible for the school leadership
program under this subsection, an individual shall be enrolled
in or preparing to enroll in an institution of higher
education, and shall--
``(A) be a--
``(i) recent graduate of an institution of
higher education;
``(ii) mid-career professional from outside
the field of education with strong content
knowledge or a record of professional
accomplishment;
``(iii) current teacher who is interested
in becoming a school leader; or
``(iv) school leader who is interested in
becoming a superintendent; and
``(B) submit an application to the leadership
program.
``(h) Evaluation and Reporting.--The Secretary shall--
``(1) evaluate the programs assisted under this section;
and
``(2) make publicly available a report detailing the
Secretary's evaluation of each such program.
``(i) Consultation.--
``(1) In general.--Members of an eligible partnership that
receives a grant under this section shall engage in regular
consultation throughout the development and implementation of
programs and activities carried out under this section.
``(2) Regular communication.--To ensure timely and
meaningful consultation as described in paragraph (1), regular
communication shall occur among all members of the eligible
partnership, including the high-need local educational agency.
Such communication shall continue throughout the implementation
of the grant and the assessment of programs and activities
under this section.
``(3) Written consent.--The Secretary may approve changes
in grant activities of a grant under this section only if the
eligible partnership submits to the Secretary a written consent
of such changes signed by all members of the eligible
partnership.
``(j) Construction.--Nothing in this section shall be construed to
prohibit an eligible partnership from using grant funds to coordinate
with the activities of eligible partnerships in other States or on a
regional basis through Governors, State boards of education, State
educational agencies, State agencies responsible for early childhood
education, local educational agencies, or State agencies for higher
education.
``(k) State Administrative and Leadership Activities.--
``(1) Reservation.--The Secretary shall reserve 10 percent
of the amount appropriated under section 210 for a fiscal year
for State leadership and administrative activities.
``(2) Allocation.--From the funds reserved under paragraph
(1) for a fiscal year, the Secretary shall provide each State
educational agency with an allocation. Such allocation shall be
the same for each State educational agency.
``(3) Uses of funds.--Funds allocated to each State
educational agency under paragraph (2) shall be used for--
``(A) administrative expenses required under this
title, including expenses related to administering
sections 205, 207, and 208; and
``(B) State leadership activities that are
consistent with the purposes of this title, such as--
``(i) increasing the diversity of teachers
and school leaders being prepared by
institutions and programs in the State;
``(ii) ensuring that all graduates of
teacher and school leader preparation programs
in the State are well prepared to provide and
support classroom instruction;
``(iii) identifying and addressing teacher
and school leader shortages in the State; and
``(iv) other activities identified by the
State educational agency that advance and
improve teacher and school leader preparation.
``(l) Supplement, Not Supplant.--Funds made available under this
section shall be used to supplement, and not supplant, other Federal,
State, and local funds that would otherwise be expended to carry out
activities under this section.
``SEC. 203. ADMINISTRATIVE PROVISIONS.
``(a) Duration; Number of Awards; Payments.--
``(1) Duration.--A grant awarded under this title shall be
awarded for a period of 5 years.
``(2) Number of awards.--An eligible partnership may not
receive more than one grant during a 5-year period. Nothing in
this title shall be construed to prohibit an individual member,
that can demonstrate need, of an eligible partnership that
receives a grant under this title from entering into another
eligible partnership consisting of new members and receiving a
grant with such other eligible partnership before the 5-year
period described in the preceding sentence applicable to the
eligible partnership with which the individual member has first
partnered has expired.
``(b) Peer Review.--
``(1) Panel.--The Secretary shall provide the applications
submitted under this title to a peer review panel for
evaluation. With respect to each application, the peer review
panel shall initially recommend the application for funding or
for disapproval.
``(2) Priority.--The Secretary, in funding applications
under this title, shall--
``(A) give priority to eligible partnerships that--
``(i) support a State-accredited teacher or
school leader preparation program that has a
rigorous selection process and demonstrated
success in having a diverse set of candidates
complete the program, and entering and
remaining in the profession;
``(ii) provide a 1-year preservice clinical
or residency experience that includes the
integration of coursework and clinical practice
and offers cohorts of candidates the
opportunity to learn to teach or lead in
partner schools or teaching academies; and
``(iii) address rural teacher and leader
shortages or increase the diversity of the
teacher and leader workforce (including through
supporting Grow Your Own models and
partnerships between community colleges and 4-
year institutions of higher education); and
``(B) provide for an equitable geographic
distribution of grants among rural and urban areas.
``(3) Secretarial selection.--The Secretary shall
determine, based on the peer review process, which applications
shall receive funding and the amounts of the grants. In
determining grant amounts, the Secretary shall take into
account the total amount of funds available for all grants
under this title and the types of activities proposed to be
carried out by the eligible partnership.
``(c) Matching Requirements.--
``(1) In general.--Each eligible partnership receiving a
grant under this title shall provide, from non-Federal sources,
an amount equal to 100 percent of the amount of the grant,
which may be provided in cash or in-kind, to carry out the
activities supported by the grant.
``(2) Waiver.--The Secretary may waive all or part of the
matching requirement described in paragraph (1) for any fiscal
year for an eligible partnership if the Secretary determines
that applying the matching requirement to the eligible
partnership would result in serious hardship or an inability to
carry out the authorized activities described in this title.
``(d) Limitation on Administrative Expenses.--An eligible
partnership that receives a grant under this title may use not more
than 2 percent of the funds provided to administer the grant.
``SEC. 204. ACCOUNTABILITY AND EVALUATION.
``(a) Eligible Partnership Evaluation.--Each eligible partnership
submitting an application for a grant under this title shall establish,
and include in such application, an evaluation plan that includes
strong and measurable performance objectives. The plan shall include
objectives and measures for increasing--
``(1) achievement for all prospective and new teachers and
school leaders, as measured by the eligible partnership, which
includes at a minimum--
``(A) teacher or school leader retention in the
first 3 years and the first 5 years of a teacher's or
school leader's career after completion of the program
and attainment of State certification; and
``(B) improvement in the pass rates and scaled
scores for initial State certification or licensure of
teachers or school leaders, including performance on a
teacher or school leader performance assessment where
applicable;
``(2) the percentage of teachers hired by the high-need
local educational agency who are fully certified in the grade
and content area in which they are assigned, or school leaders
hired, where applicable--
``(A) participating in the eligible partnership;
``(B) who are members of underrepresented groups;
``(C) who teach high-need academic subject areas
(such as reading, mathematics, science, and foreign
language, including less commonly taught languages and
critical foreign languages);
``(D) who teach in high-need areas (including
special education, language instruction educational
programs for English learners, and early childhood
education); and
``(E) who teach or lead in high-need schools,
disaggregated by the elementary school and secondary
school levels;
``(3) where available, data on teacher or school leader
effectiveness, as defined by the State in which the teacher or
school leader is placed;
``(4) where available, data from the high-need local
education agency, consortium, or early childhood program
obtained through mechanisms such as a survey and other
district-level data, including data related to satisfaction
with the partner institution, including strengths and
weaknesses of teacher or school leader candidates, that would
inform improvements in the partner institution's program; and
``(5) as applicable, the percentage of early childhood
education program classes in the geographic area served by the
eligible partnership taught by early childhood educators who
are highly competent.
``(b) Information.--An eligible partnership receiving a grant under
this title shall ensure that teachers, principals, school
superintendents, and other school leaders, faculty, and leadership at
institutions of higher education located in the geographic areas served
by the eligible partnership are provided information, including through
electronic means, about the activities carried out with funds under
this title.
``(c) Revised Application.--If the Secretary determines that an
eligible partnership receiving a grant under this title is not making
substantial progress in meeting the purposes, goals, objectives, and
measures of the grant, as appropriate, by the end of the third year of
a grant under this title, then the Secretary--
``(1) shall cancel the grant; and
``(2) may use any funds returned or available because of
such cancellation under paragraph (1) to--
``(A) increase other grant awards under this title;
or
``(B) award new grants to other eligible
partnerships under this title.
``(d) Evaluation and Dissemination.--The Secretary shall evaluate
the activities funded under this title and report the findings
regarding the evaluation of such activities to the authorizing
committees. The Secretary shall broadly disseminate--
``(1) successful practices developed by eligible
partnerships under this title; and
``(2) information regarding such practices that were found
to be ineffective.
``SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS AND
SCHOOL LEADERS.
``(a) Institutional and Program Report Cards on the Quality of
Teacher and School Leader Preparation.--
``(1) Report card.--Each institution of higher education
that conducts a traditional teacher or school leader
preparation program or alternative routes to State
certification or licensure program and that enrolls students
receiving Federal assistance under this Act shall report
annually to the State and the general public, in a uniform and
comprehensible manner that conforms with the definitions and
methods established by the Secretary, the following:
``(A) Goals and assurances.--
``(i) For the most recent year for which
the information is available for the
institution--
``(I) whether the goals set under
section 206 have been met; and
``(II) a description of the
activities the institution implemented
to achieve such goals.
``(ii) A description of the steps the
institution is taking to improve its
performance in meeting the annual goals set
under section 206.
``(iii) A description of the activities the
institution has implemented to meet the
assurances provided under section 206.
``(B) Pass rates and scaled scores.--For the most
recent year for which the information is available for
those students who took the assessments used for
teacher or school leader certification or licensure by
the State in which the program is located and are
enrolled in the traditional teacher or school leader
preparation program or alternative routes to State
certification or licensure program, and for those who
have taken such assessments and have completed the
traditional teacher or school leader preparation
program or alternative routes to State certification or
licensure program during the 2-year period preceding
such year, for each of such assessments (disaggregated
by race, ethnicity, and gender)--
``(i) the percentage of students who have
completed 100 percent of the nonclinical
coursework and taken the assessment who pass
such assessment;
``(ii) the percentage of all students who
passed such assessment, including the
percentage of students who passed the
assessment after taking the assessment for the
first time;
``(iii) the percentage of students who have
taken such assessment who enrolled in and
completed the traditional teacher or school
leader preparation program or alternative
routes to State certification or licensure
program, as applicable;
``(iv) the average scaled score for all
students who took such assessment;
``(v) a comparison of the program's pass
rates with the average pass rates for programs
in the State; and
``(vi) a comparison of the program's
average scaled scores with the average scaled
scores for programs in the State.
``(C) Program information.--A description of--
``(i) the criteria for admission into the
program;
``(ii) the number of students in the
program (disaggregated by race, ethnicity, and
gender);
``(iii) the range and average number of
hours of supervised clinical experience
required for those in the program;
``(iv) the number of full-time equivalent
faculty and students in the supervised clinical
experience;
``(v) the percentage and total number of
program entrants who have completed the program
(disaggregated by race, ethnicity, and gender,
except that such disaggregation shall not be
required in a case in which the number of
students in a category is insufficient to yield
statistically reliable information or the
results would reveal personally identifiable
information about an individual student);
``(vi) the percentage and total number of
program completers who have been certified or
licensed as teachers or school leaders
(disaggregated by subject and area of
certification or licensure and by race,
ethnicity, and gender, except that such
disaggregation shall not be required in a case
in which the number of students in a category
is insufficient to yield statistically reliable
information or the results would reveal
personally identifiable information about an
individual student); and
``(vii) the 3- and 5-year teacher or school
leader retention rates, including, at a
minimum, in the same school and local
educational agency, and within the profession
(disaggregated by race, ethnicity, and gender,
except that such disaggregation shall not be
required in a case in which the number of
students in a category is insufficient to yield
statistically reliable information or the
results would reveal personally identifiable
information about an individual student).
``(D) Statement.--In States that require approval
or accreditation of teacher or school leader
preparation programs, a statement of whether the
institution's program is so approved or accredited, and
by whom.
``(E) Designation as low-performing.--Whether the
program has been designated as low-performing by the
State under section 207(a) and the years for which it
has received that designation.
``(F) Use of technology.--A description of the
activities, including activities consistent with the
principles of universal design for learning, that
prepare teachers to integrate technology effectively
into curricula and instruction, and to use technology
effectively to collect, manage, and analyze data in
order to improve teaching and learning for the purpose
of increasing student academic achievement.
``(G) Teacher preparation.--A description of the
activities that prepare general education and special
education teachers to teach students with disabilities
effectively, including training on high-incidence
disabilities, related to participation as a member of
individualized education program teams, as defined in
section 614(d)(1)(B) of the Individuals with
Disabilities Education Act, and to effectively teach
students who are English learners.
``(2) Report.--Each eligible partnership receiving a grant
under section 202 shall report annually on the progress of the
eligible partnership toward meeting the purposes of this title
and the objectives and measures described in section 204(a).
``(3) Fines.--The Secretary may impose a fine not to exceed
$27,500 on an institution of higher education for failure to
provide the information described in this subsection in a
timely or accurate manner.
``(4) Special rule.--In the case of an institution of
higher education that conducts a traditional teacher or school
leader preparation program or alternative routes to State
certification or licensure program and has fewer than 10 scores
reported on any single initial teacher or school leader
certification or licensure assessment during an academic year,
the institution shall collect and publish information, as
required under paragraph (1)(B), with respect to an average
pass rate and scaled score on each State certification or
licensure assessment taken over a 3-year period.
``(b) State Report Card on the Quality of Teacher and School Leader
Preparation.--
``(1) In general.--Each State that receives funds under
this Act shall provide to the Secretary, and make widely
available to the general public, in a uniform and
comprehensible manner that conforms with the definitions and
methods established by the Secretary, an annual State report
card on the quality of teacher and school leader preparation in
the State, both for traditional teacher and school leader
preparation programs and for alternative routes to State
certification or licensure programs, which shall include not
less than the following:
``(A) A description of the reliability and validity
of the teacher or school leader certification and
licensure assessments, and any other certification and
licensure requirements, including whether a teacher or
school leader performance assessment is used by the
State.
``(B) The standards and criteria that prospective
teachers or school leaders must meet to attain initial
teacher or school leader certification or licensure and
to be certified or licensed to teach particular
academic subjects, areas, or grades or lead within the
State.
``(C) A description of how the assessments and
requirements described in subparagraph (A) are aligned
with the State's challenging academic content standards
required under section 1111(b)(1) of the Elementary and
Secondary Education Act of 1965 and, as applicable,
State early learning standards for early childhood
education programs.
``(D) For each of the assessments used by the State
for teacher or school leader certification or licensure
(disaggregated by race, ethnicity, and gender, except
that such disaggregation shall not be required in a
case in which the number of students in a category is
insufficient to yield statistically reliable
information or the results would reveal personally
identifiable information about an individual student)--
``(i) for each institution of higher
education located in the State and each entity
located in the State, including those that
offer an alternative route for teacher or
school leader certification or licensure, the
percentage of students at such institution or
entity who have completed 100 percent of the
nonclinical coursework and taken the assessment
who pass such assessment;
``(ii) the percentage of all such students
at all such institutions and entities who have
taken the assessment who pass such assessment;
``(iii) the percentage of students who have
taken the assessment who enrolled in and
completed a teacher or school leader
preparation program; and
``(iv) the average scaled score of
individuals participating in such a program, or
who have completed such a program during the 2-
year period preceding the first year for which
the annual State report card is provided, who
took each such assessment.
``(E) A description of alternative routes to
teacher or school leader certification or licensure in
the State (including any such routes operated by
entities that are not institutions of higher education
and whether such entities are nonprofit and State-
accredited), if any, including, for each of the
assessments used by the State for teacher or school
leader certification or licensure (disaggregated by
race, ethnicity, and gender, except that such
disaggregation shall not be required in a case in which
the number of students in a category is insufficient to
yield statistically reliable information or the results
would reveal personally identifiable information about
an individual student)--
``(i) the percentage of individuals
participating in such routes, or who have
completed such routes during the 2-year period
preceding the date for which the determination
is made, who passed each such assessment; and
``(ii) the average scaled score of
individuals participating in such routes, or
who have completed such routes during the 2-
year period preceding the first year for which
the annual State report card is provided, who
took each such assessment.
``(F) A description of the State's criteria for
assessing the performance of teacher or school leader
preparation programs within institutions of higher
education in the State. Such criteria shall include
indicators of the academic content knowledge and
teaching skills of students enrolled in such programs
and the items identified in subparagraph (D) and
relevant school leadership skills.
``(G) For each teacher and school leader
preparation program in the State--
``(i) the criteria for admission into the
program;
``(ii) the number of students in the
program, disaggregated by race, ethnicity, and
gender (except that such disaggregation shall
not be required in a case in which the number
of students in a category is insufficient to
yield statistically reliable information or the
results would reveal personally identifiable
information about an individual student);
``(iii) the range and average number of
hours of supervised clinical experience
required for those in the program;
``(iv) whether the program is designated as
low performing under section 207(a) and for
which years; and
``(v) the number of full-time equivalent
faculty, adjunct faculty, and students in
supervised clinical experience.
``(H) For the State as a whole, and for each
teacher and school leader preparation program in the
State, the number of teachers and school leaders
prepared, in the aggregate and disaggregate by race,
ethnicity, and gender (except that such disaggregation
shall not be required in a case in which the number of
students in a category is insufficient to yield
statistically reliable information or the results would
reveal personally identifiable information about an
individual student), and reported separately by--
``(i) area of certification or licensure;
``(ii) academic major;
``(iii) for teachers, subject area for
which the teacher has been prepared to teach;
``(iv) placement in a teaching or school
leadership position within six months of
program completion; and
``(v) rates of 3- and 5-year teacher or
school leadership retention including, at a
minimum, in the same school and local
educational agency, and within the profession.
``(I) Information on State-identified areas of
teacher or school leader shortage, including a
description of the extent to which teacher or school
leader preparation programs are addressing such
shortages and a lack of student access to experienced,
fully certified, and effective teachers and school
leaders.
``(J) The extent to which teacher preparation
programs prepare teachers, including general education
and special education teachers, to teach students with
disabilities effectively, including training on high-
incidence disabilities and related to participation as
a member of individualized education program teams, as
defined in section 614(d)(1)(B) of the Individuals with
Disabilities Education Act.
``(K) A description of the activities that prepare
teachers to--
``(i) integrate technology effectively into
curricula and instruction, including activities
consistent with the principles of universal
design for learning; and
``(ii) use technology effectively to
collect, manage, and analyze data to improve
teaching and learning for the purpose of
increasing student academic achievement.
``(L) The extent to which teacher preparation
programs prepare teachers, including general education
and special education teachers, to effectively teach
students who are English learners.
``(2) Prohibition against creating a national list.--The
Secretary shall not create a national list or ranking of
States, institutions, or schools using the scaled scores
provided under this subsection.
``(c) Data Quality.--The Secretary shall prescribe regulations to
ensure the reliability, validity, integrity, and accuracy of the data
submitted pursuant to this section.
``(d) Report of the Secretary on the Quality of Teacher and School
Leader Preparation.--
``(1) Report card.--The Secretary shall annually provide to
the authorizing committees, and publish and make widely
available, a report card on teacher and school leader
qualifications and preparation in the United States, including
all the information reported in subparagraphs (A) through (L)
of subsection (b)(1). Such report shall identify States for
which eligible partnerships received a grant under this title.
``(2) Report to congress.--The Secretary shall prepare and
submit a report to the authorizing committees that contains the
following:
``(A) A comparison of States' efforts to improve
the quality of the current and future teaching and
school leadership force.
``(B) A comparison of eligible partnerships'
efforts to improve the quality of the current and
future teaching and school leadership force.
``(C) The national mean and median scaled scores
and pass rate on any standardized test that is used in
more than one State for teacher or school leader
certification or licensure.
``(3) Special rule.--In the case of a teacher or school
leader preparation program with fewer than 10 scores reported
on any single initial teacher certification or licensure
assessment during an academic year, the Secretary shall collect
and publish, and make publicly available, information with
respect to an average pass rate and scaled score on each State
certification or licensure assessment taken over a 3-year
period.
``(e) Coordination.--The Secretary, to the extent practicable,
shall coordinate the information collected and published under this
title among States for individuals who took State teacher certification
or licensure assessments in a State other than the State in which the
individual received the individual's most recent degree.
``SEC. 206. TEACHER AND SCHOOL LEADER DEVELOPMENT.
``(a) Annual Goals.--Each institution of higher education that
conducts a traditional teacher or school leader preparation program
(including programs that offer any ongoing professional development
programs) or alternative routes to State certification or licensure
program, and that enrolls students receiving Federal assistance under
this Act, shall set annual quantifiable goals for increasing the number
of prospective teachers prepared in teacher shortage areas designated
by the Secretary or by the State educational agency, including
mathematics, science, special education, and instruction of English
learners and any shortages in school leaders.
``(b) Assurances.--Each institution described in subsection (a)
shall provide assurances to the Secretary that--
``(1) preparation provided to prospective teachers or
school leaders responds to the identified needs of the local
educational agencies or States where the institution's
graduates are likely to teach or lead, based on past hiring and
recruitment trends and State-identified shortage areas;
``(2) preparation provided to prospective teachers or
school leaders is aligned with the needs of schools and the
instructional decisions new teachers or school leaders face in
the classroom and which may be informed by data included in the
statewide accountability system under section 1111(c) of the
Elementary and Secondary Education Act of 1965, including a
focus on addressing the data identifying low performance or
gaps in student subgroup performance;
``(3) prospective special education teachers receive course
work in core academic subjects and receive preparation in
providing instruction in core academic subjects;
``(4) general education teachers and school leaders receive
preparation in providing culturally responsive instruction and
climate to diverse populations, including children with
disabilities, English learners, and children from low-income
families; and
``(5) prospective teachers or school leaders receive
preparation on how to effectively teach or lead in urban and
rural schools, as applicable.
``(c) Rule of Construction.--Nothing in this section shall be
construed to require an institution to create a new teacher or school
leader preparation area of concentration or degree program or adopt a
specific curriculum in complying with this section.
``SEC. 207. STATE FUNCTIONS.
``(a) State Assessment.--In order to receive funds under this Act,
a State shall conduct an assessment to identify low-performing teacher
and school leader preparation programs in the State and to assist such
programs through the provision of technical assistance. Each such State
shall provide the Secretary with, and make publicly available, an
annual list of low-performing teacher and school leader preparation
programs and an identification of those programs at risk of being
placed on such list, as applicable. Such assessment shall be described
in the report under section 205(b). Levels of performance shall be
determined solely by the State and may include criteria based on
information collected pursuant to this title, including progress in
meeting the goals of--
``(1) increasing the percentage of highly skilled and
effective teachers or school leaders in the State, including
increasing professional development opportunities;
``(2) improving student academic achievement for elementary
and secondary students; and
``(3) raising the standards for entry into the teaching
profession.
``(b) Termination of Eligibility.--Any teacher or school leader
preparation program from which the State has withdrawn the State's
approval, or terminated the State's financial support, due to the low
performance of the program based upon the State assessment described in
subsection (a)--
``(1) shall be ineligible for any funding for professional
development activities awarded by the Department;
``(2) shall notify enrolled students and students
submitting an application for enrollment of such status;
``(3) may not be permitted to accept or enroll any student
who receives aid under title IV in the institution's teacher or
school leader preparation program;
``(4) shall provide transitional support, including
remedial services if necessary, for students enrolled at the
institution at the time of termination of financial support or
withdrawal of approval; and
``(5) shall be reinstated upon demonstration of improved
performance, as determined by the State.
``(c) Negotiated Rulemaking.--If the Secretary develops any
regulations implementing subsection (b)(2), the Secretary shall submit
such proposed regulations to a negotiated rulemaking process, which
shall include representatives of States, institutions of higher
education, and educational and student organizations.
``(d) Application of the Requirements.--The requirements of this
section shall apply to both traditional teacher and school leader
preparation programs and alternative routes to State certification and
licensure programs.
``SEC. 208. GENERAL PROVISIONS.
``(a) Methods.--In complying with sections 205 and 206, the
Secretary shall ensure that States and institutions of higher education
use fair and equitable methods in reporting and that the reporting
methods do not reveal personally identifiable information.
``(b) Release of Information to Teacher and School Leader
Preparation Programs.--
``(1) In general.--For the purpose of improving teacher and
school leader preparation programs, a State that receives funds
under this Act, or that participates as a member of a
partnership, consortium, or other entity that receives such
funds, shall provide to a teacher or school leader preparation
program, upon the request of the teacher or school leader
preparation program, any and all pertinent education related
information that--
``(A) may enable the teacher or school leader
preparation program to evaluate the effectiveness of
the program's graduates or the program itself; and
``(B) is possessed, controlled, or accessible by
the State.
``(2) Content of information.--The information described in
paragraph (1)--
``(A) shall include an identification of specific
individuals who graduated from the teacher or school
leader preparation program to enable the teacher or
school leader preparation program to evaluate the
information provided to the program from the State with
the program's own data about the specific courses taken
by, and field experiences of, the individual graduates;
and
``(B) may include--
``(i) kindergarten through grade 12
academic achievement and demographic data,
without revealing personally identifiable
information about an individual student, for
students who have been taught by graduates of
the teacher preparation program;
``(ii) teacher or school leader
effectiveness evaluations for graduates of the
preparation program; and
``(iii) survey data on program quality as
it relates to the preparedness on different
aspects of teaching or school leadership from
preparation program completers and principals
in schools or superintendents in local
educational agencies where completers are
placed.
``SEC. 209. HONORABLE AUGUSTUS F. HAWKINS CENTERS OF EXCELLENCE.
``(a) Eligible Institution.--In this section, the term `eligible
institution' means--
``(1) a public or nonprofit institution of higher education
that has a State-accredited teacher or school leader
preparation program and that is--
``(A) a part B institution (as defined in section
322);
``(B) a Hispanic-serving institution (as defined in
section 502);
``(C) a Tribal College or University (as defined in
section 316);
``(D) an Alaska Native-serving institution (as
defined in section 317(b));
``(E) a Native Hawaiian-serving institution (as
defined in section 317(b));
``(F) a Predominantly Black Institution (as defined
in section 318);
``(G) an Asian American and Native American Pacific
Islander-serving institution (as defined in section
320(b)); or
``(H) a Native American-serving, nontribal
institution (as defined in section 319);
``(2) a consortium of institutions described in paragraph
(1); or
``(3) an institution described in paragraph (1), or a
consortium described in paragraph (2), in partnership with any
other institution of higher education, but only if the center
of excellence established under subsection (b) is located at an
institution described in paragraph (1).
``(b) Program Authorized.--From the amounts appropriated to carry
out this section for a fiscal year, the Secretary is authorized to
award competitive grants to eligible institutions to establish centers
of excellence.
``(c) Use of Funds.--Grants provided by the Secretary under this
section shall be used to ensure that current and future teachers and
school leaders are highly skilled by carrying out one or more of the
following activities:
``(1) Implementing evidence-based reforms within teacher or
school leader preparation programs to ensure that such programs
are preparing teachers and school leaders, who are highly
skilled, are able to understand and used evidence-based
research, and are able to use or support advanced technology
effectively in the classroom, including use of, or support of,
instructional techniques to improve student academic
achievement, by--
``(A) recruiting and preparing new and experienced
faculty; and
``(B) designing (or redesigning) teacher or school
leader preparation programs that--
``(i) prepare teachers or school leaders to
serve in low-performing schools and close
student achievement gaps, and that are based on
rigorous academic content, evidence-based
research, and challenging State academic
content standards and student academic
achievement standards; and
``(ii) promote effective teaching or school
leadership skills.
``(2) Providing sustained and high-quality preservice
clinical or residency experience, including the mentoring of
prospective teachers or school leaders by effective teachers or
school leaders, substantially increasing interaction between
faculty at institutions of higher education and effective
teachers, principals, and other school leaders at elementary
schools or secondary schools, and providing support, including
preparation time, for such interaction.
``(3) Developing and implementing initiatives to promote
retention of highly skilled and effective teachers and
principals, including teachers and principals from
underrepresented populations, including programs that provide--
``(A) teacher or principal mentoring from effective
teachers or principals, respectively; or
``(B) induction and support for teachers and
principals during their first 3 years of employment as
teachers or principals, respectively.
``(4) Awarding scholarships based on financial need to help
students pay the costs of tuition, room, board, licensing,
books, and other expenses of completing a teacher preparation
program, not to exceed the cost of attendance.
``(5) Disseminating information on evidence-based effective
practices for teacher preparation and successful teacher
certification and licensure assessment preparation strategies.
``(6) Activities authorized under section 202.
``(d) Application.--Any eligible institution desiring a grant under
this section shall submit an application to the Secretary at such a
time, in such a manner, and accompanied by such information as the
Secretary may require.
``(e) Minimum Grant Amount.--The minimum amount of each grant under
this section shall be $500,000.
``(f) Limitation on Administrative Expenses.--An eligible
institution that receives a grant under this section may use not more
than 2 percent of the funds provided to administer the grant.
``(g) Report.--Each eligible institution that receives a grant
under this section and is a partner in an eligible partnership
receiving a grant under section 202 shall report annually on the
progress of the eligible partnership toward meeting the purposes of
this title and the objectives and measures described in section 204(a).
``(h) Regulations.--The Secretary shall prescribe such regulations
as may be necessary to carry out this section.
``(i) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section such sums as may be necessary
for each fiscal year.
``SEC. 210. AUTHORIZATION OF APPROPRIATIONS.
``(a) In General.--There are authorized to be appropriated to carry
out this title, except section 209, $300,000,000 for each fiscal year.
``(b) Increase in Grant Awards.--If the amount appropriated to
carry out this title, except section 209, for a fiscal year is equal to
or more than $100,000,000, the Secretary is authorized to significantly
increase from a year when there was less amounts appropriated the award
amounts under this title to support the scaling up of effective
practices.''.
SEC. 3. INSTITUTIONAL AID.
(a) Predominantly Black Institutions.--Section 318 of the Higher
Education Act of 1965 (20 U.S.C. 1059e) is amended--
(1) in subsection (b)(1)(E), by striking ``training'' and
inserting ``preparation''; and
(2) in subsection (d)(2), by striking subparagraph (C) and
inserting the following:
``(C) Establishing or enhancing a program of
teacher or school leader education that--
``(i) is aligned with the elements
identified under clauses (i) through (vi) of
section 202(b)(4)(C) and subparagraph (A)(i)
and clauses (i) and (ii) of subparagraph (B) of
section 202(d)(1);
``(ii) is designed to develop teaching or
school leadership skills and the skills
identified in section 202(g)(1)(B) and qualify
students to teach in a public elementary school
or secondary school in the State; and
``(iii) shall include, as part of such
program, preparation for teacher or school
leader certification or licensure.''.
(b) Native American-Serving, Nontribal Institutions.--Section
319(c)(2) of the Higher Education Act of 1965 (20 U.S.C. 1059f(c)(2))
is amended--
(1) in subparagraph (H), by striking ``and'' after the
semicolon;
(2) by redesignating subparagraph (I) as subparagraph (J);
and
(3) by inserting after subparagraph (H) the following:
``(I) establishing or enhancing a program of
teacher and school leader education that is--
``(i) aligned with the elements identified
under clauses (i) through (vi) of section
202(b)(4)(C) and subparagraph (A)(i) and
clauses (i) and (ii) of subparagraph (B) of
section 202(d)(1); and
``(ii) designed to develop teaching skills,
as defined in section 200, to qualify students
to teach or lead in elementary schools and
secondary schools; and''.
(c) Minority Science and Engineering Improvement Programs.--Section
399(a)(5) of the Higher Education Act of 1965 (20 U.S.C. 1068h(a)(5))
is amended to read as follows:
``(5) Part E.--There are authorized to be appropriated to
carry out part E, $30,000,000 for each fiscal year.''.
(d) Strengthening Historically Black Colleges and Universities and
Other Minority-Serving Institutions.--Section 371(b) of the Higher
Education Act of 1965 (20 U.S.C. 1067q) is amended--
(1) in paragraph (1)(A), by striking ``$255,000,000 for
each of the fiscal years 2008 through 2019. The authority to
award grants under this section shall expire at the end of
fiscal year 2019.'' and inserting ``$265,000,000 for each
fiscal year.''; and
(2) in paragraph (2)--
(A) in subparagraph (A)(ii), by striking
``$100,000,000'' and inserting ``$110,000,000''; and
(B) in subparagraph (C)(ii), by striking
``$600,000'' and inserting ``$660,000''.
<all>